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This study investigated visual arts college students' perceptions of the gender stereotyping of creativity and the influence of this stereotyping on creative self‐efficacy. The sample consisted of 1198 Chinese visual arts college students. The results showed that (a) both male and female students identified stereotypically masculine traits as more important to creativity than stereotypically feminine traits are, (b) male students demonstrated higher creative self‐efficacy than their female counterparts did, and (c) students' gender significantly moderated the effect of the gender stereotyping of creativity on creative self‐efficacy. Specifically, the gender stereotyping of creativity had a positive effect on male students and a negative effect on female students. These findings revealed that gender stereotypes dominate concepts of creativity in Chinese art education and may hinder female students' development of creative self‐efficacy, resulting in gendered inequality in the visual arts field. The implications of these findings for visual arts education in China are discussed. [ABSTRACT FROM AUTHOR]

Background: Self‐efficacy beliefs have well established theoretical and empirical linkages to persistence and achievement. Budding theoretical and recent empirical research has worked to connect self‐efficacy to interest. Building on research in these areas, burgeoning research has begun to examine the relative role of intercept and slope of self‐efficacy for these learning outcomes. Aims: This study builds on and extends previous research by testing the longitudinal implications of self‐efficacy beliefs' latent growth for knowledge and interest gains. Methods: These aims were addressed by testing a fully forward, latent SEM, which included a latent growth curve (self‐efficacy beliefs' for a course of study) framed by pre–post standardized tests and measures of individual interest in the domain. This research was undertaken in the motivationally challenging context of a compulsory foreign language university programme in western Japan. First‐ and second‐year students from 10 faculties participated (n =1,184) across a single semester, resulting in seven separate data points. Result: The SEM confirms the important longitudinal roles of self‐efficacy beliefs' intercept within achievement, and both intercept and slope within future interest. Findings support and extend recent latent curve analysis with similar variables, lending further support to the critical role played by self‐efficacy beliefs' within the development not only of knowledge but also of individual interest as a learning outcome. [ABSTRACT FROM AUTHOR]

Due to the COVID‐19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study‐related stress increased after the pandemic's onset and how individual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self‐efficacy in self‐regulation were collected before and after the onset of the COVID‐19 pandemic at a public university (N = 274). Regression analysis results show an overall increase in study‐related stress levels after the onset of the pandemic. Students with self‐efficacy in self‐regulation reported lower stress increases; students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self‐regulation and time‐management skills. [ABSTRACT FROM AUTHOR]

We sought to determine the extent to which sociodemographic characteristics indirectly influence the relationships among self‐efficacy beliefs, feminist attitudes, and career aspiration domains. A group of college students (N = 1,129; 37% racial minorities) from an urban midwestern university participated in the study. Two moderation analyses were conducted and yielded interaction effects of Self‐Efficacy Beliefs × Gender on leadership aspiration (p =.01) and Self‐Efficacy Beliefs × Sexual Orientation on leadership aspiration (p =.050). Results indicated that a stronger endorsement of self‐efficacy beliefs led both male and lesbian, gay, bisexual, queer, intersex, and questioning (LGBQIQ) students to seek out leadership positions within their chosen career field. The effect of feminist attitudes on achievement aspiration was stronger for LGBQIQ students than for heterosexual students (p =.044). On the basis of these results, we present several recommendations to aid career counselors in their work with college students to promote an increase in self‐efficacy and to increase career aspirations. [ABSTRACT FROM AUTHOR]

Empowerment is defined as a process by which marginalized groups gain mastery over issues of concern to them. One such population is racial and ethnic minority college students. These students experience academic disparities while simultaneously relying on higher education to facilitate more equitable social outcomes for themselves and ultimately to strengthen U.S. society for all. Nonetheless, nearly four decades after Rappaport's introduction of the empowerment construct, we still have no core constructs or measure of them for understanding and assessing the empowerment of underrepresented students on college campuses. As an initial step to understand and evaluate empowerment for this important population, this study drew from previous qualitative research to create and field‐test a quantitative measure with racial/ethnic minority college students. Exploratory factor analyses in independent samples identified 4 factors of empowerment: Self‐Efficacy/Control, University Environment, Financial Confidence, and Student Racial/Ethnic Identity. Confirmatory factor analyses illustrated relationships between factors. Findings revealed that the measure, the College Student Empowerment Scales for Racial/Ethnic Minorities (CSES), is valid and reliable. Results emphasize internalized influences on psychological empowerment through an individual's identity within empowering university and societal contexts. Future directions are discussed, including research using this measure and opportunities for intervention in universities. [ABSTRACT FROM AUTHOR]

This research draws on the self‐system model of motivational development to explain how the use of business simulation games in class facilitates students' engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students' perceptions of competence, autonomy, relatedness and self‐efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. [ABSTRACT FROM AUTHOR]

Nowadays the size of university classes along with the growing number of students to be tested for final examination raise unprecedented challenges relating to the management, monitoring and evaluation of learning. Technology may provide some solutions that deserve to be investigated. This paper explores the potentialities and limitations of Computer‐Based Testing (CBT), specifically BYOD e‐test, compared to traditional Paper‐Based Testing (PBT) to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT. It is based on a study carried out at the University of Florence during 2016/17. 606 students participated in the study, of whom 443 opted for CBT using their own devices, while 163 preferred PBT. Participants who experienced CBT also answered a survey on perceptions, self‐efficacy and satisfaction. The results show that students' performances were better with CBT, and that a positive relationship exists between the perceived level of self‐efficacy and the propensity to adopt digital tests. In addition, students greatly appreciated the electronic system, especially for the possibility of immediate feedback. Some critical issues emerged relating to on‐screen reading, which suggests the need for careful design of testing tools. [ABSTRACT FROM AUTHOR]

Can individuals' preference for social hierarchies and inequality affect their intention to pursue entrepreneurship? We surveyed university students in two countries and discovered that the answer may be context‐dependent. Findings suggest that the respondents' views toward hierarchy and group‐based dominance in society, as indicated by social dominance orientation‐dominance (SDO‐D), is related to their Entrepreneurial Intentions (EI) for starting for‐profit companies. Perceived behavioral control (PBC) mediated the relationship between SDO‐D and EI, implying that higher SDO‐D influences people to think more positively about their own capabilities which in turn leads to higher EIs. These general patterns held in the U.S. sample. However, in South Korea's hierarchical society, respondents' SDO‐D had little effect on EI as SDO‐D did not significantly affect PBC. Our findings suggest that individuals' SDO is an important and overlooked personality trait that may offer additional insights when added to models of EI. [ABSTRACT FROM AUTHOR]

In this case‐series study, quantitative and qualitative data were collected through an international web survey inviting (former) college aphasic students to describe their feelings of anxiousness, helplessness and self‐efficacy while using language when back at school, their self‐reported use of communication strategies, and the extent to which they view language as a threat to their emotional well‐being. Analysis of responses from 35 participants revealed that the heavy emphasis on language use at school puts young aphasics at a disadvantage. The majority of the respondents reported perceiving any tasks involving oral speech and communication, note‐taking and memorization as extremely difficult and stressful. Examining such struggles helps educators, practitioners, caregivers, friends, family, partners and schools understand the areas in which a survivor's life needs the most support. [ABSTRACT FROM AUTHOR]

The importance of a college degree is underscored by higher unemployment rates of individuals who have not completed college (Bureau of Labor Statistics, ). Academic and career self-efficacy influence students' completion of college, and 1st-generation college students and those under financial strain may experience decreased self-efficacy (Wohlgemuth et al., ). Participants in this study ( N = 383) were college students at a 4-year university. Results from a 2 × 3 multivariate analysis of variance and discriminant function analysis revealed significant differences in academic and career self-efficacy based on financial stress, but not generational status. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self-regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers' diaries and students' interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design. [ABSTRACT FROM AUTHOR]

This study is the first to examine the mechanism of the relationship between emotional intelligence (EI) and career decision-making self-efficacy (CDMSE) and the moderating role of gender in relevant mechanisms. Analyses of 185 Chinese university students showed that EI could influence CDMSE through goal commitment (GC) and professional commitment, and male students exhibited a stronger relationship between EI and GC compared with female students. This study introduces a new perspective for career development research by establishing a mediation-based emotion-career framework and provides deeper insights for career counselors to assist clients in career decision processes. [ABSTRACT FROM AUTHOR]

High levels of apprehension cause students to have writing difficulties. This study attempted to identify the sources of Egyptian university students' English writing apprehension. The study made use of both quantitative and qualitative data. The scores of 57 students on a writing apprehension scale were compared to their scores on another scale assessing writing self-efficacy and three linguistic tests measuring English grammar and vocabulary. Additionally, 15 apprehensive students and 16 nonapprehensive students were interviewed about their writing experiences and beliefs. Analysis of the quantitative and qualitative data showed that there are six sources of the students' English writing apprehension: linguistic knowledge level, perceived language competence, writing performance level, perceived writing competence, instructional practices and fear of criticism. These results indicate the integrative nature of L2 writing ability and emphasise the need for dealing with these sources of apprehension. The study recommends that reducing L2 students' writing apprehension should start by improving their linguistic knowledge and writing ability; this will result in bringing about a positive change in their language and writing competence self-perceived beliefs. In addition, the study presents some other recommendations for improving instructional practices of English writing in the Egyptian context. [ABSTRACT FROM AUTHOR]

The Self-Directed Search (SDS; Holland, ) is sometimes administered to large student groups outside of counseling to address common career development needs. This study evaluated the effectiveness of the SDS as a stand-alone intervention by comparing a general sample of college students who completed the SDS ( n = 39) with a no-treatment control group ( n = 41) on several outcomes. Completion of the SDS related to an increase in the number of career alternatives being considered 4 weeks later but did not relate to career exploration, career decision-making self-efficacy, career indecision, and seeking of career counseling services. If the SDS is used outside of counseling with broad student samples, the authors suggest providing additional intervention to ensure that it promotes exploration of any additional careers being considered. [ABSTRACT FROM AUTHOR]

This study examined the mediation effect of career decision self-efficacy in relation to work values and career decision status. The authors surveyed 308 college students about their own intrinsic (e.g., helping others) and extrinsic (e.g., high income) work values and those of significant others, career decision self-efficacy, and career decision status. The results indicated that the intrinsic and extrinsic work values of significant others were related to the intrinsic and extrinsic work values of the self and that intrinsic work values were more adaptive than extrinsic work values in career development. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of group-based career counseling using the Career Interest Profile (CIP). The study used an experimental design involving 2 groups of Italian university students: an experimental group (42 participants) who received narrative career counseling and a control group (47 participants) who did not. Results indicated more specific life and occupational goals after the intervention among members of the experimental group in addition to a decrease in career decision-making difficulties and an increase in career decision-making self-efficacy, thus suggesting the value of group-based career counseling on the basis of the principles embodied in the CIP. [ABSTRACT FROM AUTHOR]

Background. The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. Aim. The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Sample. Participants were 120 second-year university students (mean age 21) from a Chinese university. Method. This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results. Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Conclusions. Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use. [ABSTRACT FROM AUTHOR]

Abstract: This study evaluated the impact of a preventive intervention program focused on self-understanding and interpersonal interactions to prevent psychosocial distress among Japanese university students. Two hundred and twenty-two undergraduate students were divided into a treatment group and a control group to complete Time 1 and Time 2 surveys. The intervention program included eleven weekly sessions covering self-understanding, self-control, interpersonal relationships, problem solving, conflict resolution, and stress management. Both female and male students in the treatment group reported a significant increase in social self-efficacy in interpersonal relationships from Time 1 to Time 2, but no significant changes were noted in the control group. Anxiety significantly decreased from Time 1 to Time 2, and no difference in depression was noted in the female treatment group, although anxiety and depression significantly increased in the female control group. The intervention program effectively prevented some aspects of psychosocial distress. [Copyright &y& Elsevier]

This paper will review the existing student voice work in higher education and critique its current weaknesses, particularly in relation to conceptualisations of and commitments to participation, transformation and empowerment. It will be argued that the employment of participatory methods in higher education student voice work offers a way to address these weaknesses. The potential of participatory methods is illustrated and discussed using two case examples drawn from one higher education institution in the UK. The first case provides an illustration of what is called 'transformation of the familiar', while the second case provides an illustration of empowerment, through recognising the importance of what is not voiced by students, as much as what is voiced. It is concluded that whilst a participatory approach to student voice work in higher education has potential, further work is required in order to evaluate the long-term impact of projects that use such methods. [ABSTRACT FROM AUTHOR]

Although self-efficacy is a construct found throughout research literature, little is known about the psychological mechanisms that give rise to perceptions of personal confidence. This situation is changing as a result of the introduction of the knowledge-and-appraisal personality architecture (KAPA; Cervone, 2004 ), a theory proposed to explain the origins of self-efficacy percepts. In the present study, KAPA's framework was utilized to predict university students' self-efficacy toward 3 physically demanding leisure activities. The results support the theory's validity. Confidence was strongly related to how personal characteristics were thought to influence performance of a leisure activity. Self-efficacy was significantly higher when personal attributes were thought to help with performance vs. when attributes were believed to hinder performance. [ABSTRACT FROM AUTHOR]

Objectives. We investigate how college student identities and ethnic identities vary among black, white, and Asian students and among immigrant, second-, and third-generation students at a large public urban university (in counterpoint to recent studies at highly selective schools). In addition, we explore how those identities are related to college students' sense of self-esteem and efficacy and their academic performance. Methods. We use survey data from a sample ( N=652) of students attending a large diverse public urban university to create new indexes for several dimensions of college identity and ethnic identity and use existing self-esteem and efficacy indexes to compare black, white, and Asian students, as well as immigrant, second-generation, and third-generation students. Results. Among several significant identity differences, we find: (1) whites are lower than blacks on college identity indexes, and immigrant students are higher than subsequent-generation students on college student identity measures; (2) whites are lower than blacks and Asians on ethnic identity measures; only the ethnic activities index declines linearly from immigrant to second- to third-generation students; (3) blacks have higher self-esteem and efficacy than whites or Asians; whites have higher GPAs than blacks or Asians, while immigrant students have higher GPAs than third-generation students; and (4) at least one college student identity dimension and one ethnic identity dimension is related to self-esteem, efficacy, and GPA. Conclusions. How young adults conceive of themselves as college students and the way they formulate their own racial-ethnic identities is related to their self-esteem, efficacy, and academic performance. Moreover, the pattern that these relationships take is somewhat different at a large diverse public urban university than at highly selective universities. [ABSTRACT FROM AUTHOR]

In a study with 191 college students, canonical correlation analysis explored career search self-efficacy and psychological distress (career search set) in relation to psychological resources and regulatory focus (career transition set), producing 2 significant canonical correlations. The 1st correlation dimension showed that decreased career search self-efficacy and increased psychological distress had a moderate relationship with decreased psychological resources and minimal relationship with low promotion focus and high prevention focus. The 2nd dimension illustrated that the increase in anxiety and personal exploration efficacy were associated with increased readiness for the career transition and elevated prevention focus. [ABSTRACT FROM AUTHOR]